TEACHER’S PROFESSIONAL POSITION AS A RESOURCE OF QUALITY OF PROFESSIONAL TRAINING AND PEDAGOGICAL ACTIVITY

Abstract

The article is devoted to substantiating the theoretical foundations of forming the professional stance of a primary school teacher as an important resource for the quality of their pedagogical activity. It has been established that in the context of implementing the "New Ukrainian School" concept and contemporary educational reforms, the significance of an active, subject-oriented, and creatively directed teacher stance is increasing. Scientific approaches to understanding the quality of pedagogical activity and its determinants have been analyzed. It has been determined that the quality of education is a complex, multidimensional phenomenon encompassing the conformity of the educational process to state standards, societal needs, and the demands of the time. It has been proven that a teacher’s pedagogical productivity directly depends on the level of formation of their professional stance — an integrative personal construct that serves as a mechanism for activating the individual’s creative potential. Subjectivity has been characterized as a systemic characteristic of the teacher’s stance. Strategic approaches to organizing the professional training of future primary school teachers, aimed at forming an active, reflective, and creative professional stance, have been substantiated. The views of domestic and international scholars on the content and implementation strategies for improving the quality of education and teacher training have been presented. It has been proven that effective professional training should be grounded in person-centered and creative-activity-based approaches, as well as interactive forms and methods of work that ensure the development of future teachers’ subjectivity. The professional functions of a teacher have been presented as an integral authorial structure comprising constructive, content-based, operational-activity, and evaluative-resultative components, reflecting the interrelationship between goal-setting, organization of learning content, implementation of pedagogical activity, and assessment of its outcomes. It has been concluded that the formation of a professional stance is not a spontaneous but a purposeful pedagogical process, the effectiveness of which is determined by students’ awareness of its role in ensuring the creative nature of pedagogical work. The study emphasizes that the system of professional training for future primary school teachers should purposefully develop the capacity for flexible, subject-oriented, and innovation-driven pedagogical activity in conditions of uncertainty and constant change.